Relationship Between Artificial Intelligence (AI) Application Skills and Mathematical Understanding among Malaysian Secondary School Students

Abstract

The rapid advancement of Artificial Intelligence (AI) has reshaped mathematics education by creating new opportunities for personalised, interactive, and self-directed learning. However, the growing accessibility of AI-powered applications has also raised concerns that students may become increasingly dependent on AI-generated solutions without developing a deep understanding of mathematical concepts or engaging in independent problem-solving. This emerging challenge highlights the need to understand not only students’ use of AI, but also their competencies in applying AI effectively to support meaningful learning. Therefore, this study examined secondary school students’ levels of mathematical understanding, AI application skills, and frequency of AI use in mathematics learning, as well as the relationship between AI application skills and mathematical understanding. A quantitative cross-sectional survey design was employed involving 59 Form Four and Form Five students from selected secondary schools in Selangor, Malaysia, recruited through purposive and convenience sampling. Data were collected using a structured online questionnaire and analysed using descriptive statistics and Pearson correlation analysis. The findings revealed positive AI application skills (M = 3.65), positive mathematical understanding (M = 3.55), and frequent AI application use (M = 3.56), while students also reported positive perceptions towards AI-supported mathematics learning (M = 3.46, SD = 0.553). Pearson correlation analysis further demonstrated a statistically significant moderate positive relationship between AI application skills and mathematical understanding (r = .510, p < .001), indicating that students who were more competent in using AI applications tended to report better mathematical understanding. Unlike previous studies that have primarily focused on AI adoption or students’ acceptance of AI technologies, this study demonstrates that students’ competencies in using AI constitute an important educational factor associated with mathematical understanding. The findings suggest that the educational value of AI lies not merely in the availability of intelligent technologies but in students’ ability to use them critically, ethically, and purposefully. These findings provide practical evidence for educators and policymakers in Malaysia to strengthen AI literacy within mathematics education, particularly in developing students’ prompt construction skills, critical evaluation of AI-generated information, and responsible AI practices to support future-ready learning.